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Course Criteria
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3.00 Credits
Course Description: The learning environment course will focus on observations and participation in the field in a variety of settings including an inclusive elementary classroom, a special education classroom or resource room in a typical school, and a place that provides support services specifically for people with special needs (i.e. Pressley Ridge, Western PA School for Blind Children, or the DePaul School for Hearing and Speech). The course will focus on further developing instruction and management skill competencies needed to become a successful special education teacher. The course will be conducted online and in the field. Prerequisite: ECED2100 or Concurrent Co-requisite: SPED0303
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3.00 Credits
This course was developed to provide the pre-service educator with the skills for utilizing positive behavior supports in the management of their learning environment. By studying the causes of behaviors, future teachers will have a deeper understanding of how to prepare their students with self-determination skills and how to reduce challenging behaviors. The class will examine research-based/teacher-tested procedures, strategies, and discipline models. Functional Behavior Assessments (FBA), behavior supports, antecedent management, and encouraging positive alternative behaviors will be addressed. Effective prevention and intervention strategies will be emphasized. This course will equip the aspiring teacher to design instruction and supports in order to encourage positive changes in classroom behavior. Prerequisite: ECED2100 or Concurrent Co-requisite: SPED0304
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3.00 Credits
This course is designed to provide the pre-service teacher candidate with the skills and knowledge to effectively teach students with high-incidence disabilities in general education classrooms. High-Incidence Disabilities, such as Learning Disabilities, Attention Deficit/Hyperactivity Disorder, Emotional and Behavioral Disorders, and mild Mental Retardation, are those that are most commonly seen in the typical classroom. Candidates will study the characteristics, behaviors and learning needs of students with high-incidence disabilities, demonstrate the ability to adapt and differentiate curriculum, instruction and assessments, and focus on current trends and opportunities for collaboration, consultation and co-teaching. Cohort discussions, role playing, and in-class activities will help pre-service teachers reflect on their own attitudes, beliefs and values as well as enhance their professional practices to design inclusive classroom environments that facilitate the learning of all students in our schools. Prerequisite: ECED2100 or Concurrent Co-requisite: SPED0305
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3.00 Credits
Course Description: This course is designed to provide an overview of the unique needs of students with low incidence disabilities in various educational settings. Teacher candidates will explore policies, current trends, educational practices, and societal perspectives related to this population. Pre-service teachers will acquire and demonstrate knowledge of curriculum, instruction, behavioral and instructional supports, and assessment. In addition, this course will provide candidates with the knowledge and skills to teach a standards-based curriculum using evidence-based effective instruction and collaboration. Students will develop and implement curricular and instructional strategies for communication, social, motor, personal care, functional academic, community, and recreational or leisure skills. Prerequisite: ECED2100 or Concurrent Co-requisite: SPED0306
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3.00 Credits
Course Description: This course examines normal language development and the language development of students with a disability. Instruction focuses on using language assessment to guide instruction and incorporating effective instructional strategies to develop English language skills. Students will examine the impact of language and language delays in reading and writing. In addition, this course explores assistive technology as a research supported tool to the academic success and inclusion of students with disabilities. Students will integrate assistive technology in lesson planning to meet students' individual needs as per IEP requirements. In-class activities stress team collaboration in our schools. Prerequisites: SPED3010 and SPED3020 Co-requisite: SPED0307
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3.00 Credits
Course Description: This course is designed to teach aspiring special education teachers how to conduct assessments and evaluations. Students will learn to create and employ Individualized Education Programs (IEPs) that meet the diverse needs of the students in their classrooms. Assessment techniques developed from research-based practices and state/federal mandates will be taught. Levels of learning from early intervention to transitions will be addressed. The course will present multiple formal, informal, summative, formative, and performance-based assessment tools for inclusive and special education classrooms. Prerequisite: ELED3050
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3.00 Credits
This course is designed to teach the legal and ethical responsibilities of the special education teacher. Laws that will be addressed in this course include but are not limited to the Individuals with Disabilities Education Improvement Act (IDEIA), No Child Left Behind (NCLB), and the local Gaskins v. PA case. Concepts that will be taught are Child Find, Individualized Education Programs (IEP), Least Restrictive Environment (LRE), and Zero Reject. Due Process, the procedure for resolving disputes between parents of students with special needs and the schools, will be addressed. By examining case studies that reflect elements of legislation and the need for collaboration and consultation, future special education teachers will be able to reflect on personal views as well as the laws that they must uphold in the classroom setting. Prerequisites: SPED3010, SPED3020, and SPED3030
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3.00 Credits
This course is a survey course that offers the student a look at the diverse and expanding field of sport, entertainment, and recreation. The basic areas of professional, educational, and commercial sport, and recreation and special events are surveyed, identifying the general structure and function of each. Emphasis is given as to what skills are necessary for the field and what career opportunities exist.
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3.00 Credits
This course is designed to provide a basic understanding of the social processes that explain the pervasiveness and appeal of sport in American culture. The course will allow students to develop an understanding of the effects of sport on behavior and lifestyles of active participants as well as those who are more passively involved. This is accomplished through investigation of historical developments and assessment of the interrelationships among sport, culture, and major social institutions such as family, business, education, politics, and religion.
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3.00 Credits
This course is designed for students interested in pursuing career opportunities in this growing segment--including sport clubs, recreation centers, country clubs, and sporting goods. The course examines the specific applications of business, management, marketing and finance in these organizational settings. Much of the course involves the development of a business plan in the commercial recreation setting. Software proficiency in spreadsheet is required. Prerequisite -- SPMG1010
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